Standard 2

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Design and Develop Digital-Age Learning Experiences and Assessments



Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S .

Teachers:
  1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
  2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
  3. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
  4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

Artifacts:
  • This wiki site demonstrates all four of the indicators listed under Standard 2. This wiki highlights a self-paced (to an extent) project for an English class. It requires creative and innovative thinking skills to produce a product utilizing digital tools. Students have ample choices in how they create and customize the product. There are also formative and summative assessments built into the design of the overall project.

  • Addressing indicator 2.1 is an art lesson that utilizes a presentation to introduce students to thinking about their place in the universe. The unit also allows students access to digital cameras.

  • In this SMART board presentation which addresses indicator 2.1, the kids will learn all the lab safety rules and then will begin to learn the names of the equipment. They will eventually be able to go up to the board and drag and drop the names of the equipment with the pictures they match up with.

  • This website was developed for indicator 2.3 and show students about mole conversion and mole day activities. There is a flash tutorial that is put into the website that helps visual learners. There are practice problem and packets of information about stoichiometry. There is an online assignment to be printed off and turned in during class. There is also a mole day video to show the students some visuals about mole day events. Finally, there is a discussion board where students can ask questions and submit responses to help each other through the work. This is a personalized website that addresses many different styles of learning.

  • This wikispace was created as a math review for many different students (math, science, etc.)and aligns with indicator 2.4. It covers seven different areas aligned with the content standards. For each area, there teacher explanations, practice problems, tutorials, and games for the student to work through to learn the concept. At the completion of the areas, the students are to complete several assignments, including a project assignment, final project post, peer evaluation, and a final assessment. This website includes both formative and summative assessments and the discussion board provides immediate feedback and results of learning.
  • Here are two different examples of student’s work using the software Comic Life. These examples were created by 9th grade World History students who where asked to create children’s books to tell the important events of the French Revolution.This youtube video is an introduction to the program comic life.

  • The following video was created by students in a “Video History” class. Students were asked to investigate areas of history they found interesting and research the topic. One major component of the project was that students needed to conduct an oral history on an individual who would be considered an expert on the topic, thus acting as a primary source. Once the interview material was gathered, students created a documentary of the content and included footage of the interview along with their research findings.

Other Resources: